Scooter Kids
These questions were presented together (at the same time) for the kids to work though. The ideas was that they could use the first to build on to the second.
I deliberately used the word nineteen rather then the numeral.
I deliberately used the word nineteen rather then the numeral.
- There are 25 kids in our class. Nine scooter to school. The rest walk. How many walk?
- There are 25 kids in our class. Nineteen scooter to school. The rest walk. How many walk?
Extension
There was also this optional question kids to pick up if they wanted to.
- There are 250 kids in our class. Ninety scooter to school. The rest walk. How many walk?
The girl above provided a lovely opportunity for some 1on1 teaching about how she could have used a similar strategy in the third question as she did the the first two.
This picture above is evidence of this programme working very very well for some students. He has had no success in math before at school. And started the year as a Stage 3. This was completely independent work. He still really struggles to image and this may prove to be a persistent barrier for him.
Big Ideas
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Launch/Warm Up
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Start of wall display:
Plan is to add in examples of student work.
Success Criteria
Sequence
I presented these two number lines together and asked the meaning making questions. I chose them for the purpose of comparing and contrasting them:
- What does the 25 mean?
- Where are the kids that scooter?
- What does the 16 tell us in the story
- How would be have counted down to solve this problem?
Then I asked some compare and contrast questions:
- What is the same about 1 and 2
- What is different?
- Which might be better?
This was the second thing that I chose to sequence. I choose it because they used the strategy I had taught the day before (rounding and compensating).
Questions I asked:
Why would be take away 20? (easy)
Have we taken away to much or not enough? (to much)
So what would we need to do to get the right answer?
Questions I asked:
Why would be take away 20? (easy)
Have we taken away to much or not enough? (to much)
So what would we need to do to get the right answer?